Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education

The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the...

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Autores: Fernández Barros, Andrea|||0000-0001-5818-439X, Duran Gisbert, David|||0000-0002-0640-3834, Viladot, Laia|||0000-0002-4962-141X
Formato: artículo
Fecha de publicación:2023
País:España
Recursos:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:302865
Acesso em linha:https://ddd.uab.cat/record/302865
https://dx.doi.org/urn:doi:10.1080/14613808.2023.2193210
Access Level:acceso abierto
Palavra-chave:Cooperative learning
Intonation
Peer tutoring
String instruments teaching
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spelling Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music educationFernández Barros, Andrea|||0000-0001-5818-439XDuran Gisbert, David|||0000-0002-0640-3834Viladot, Laia|||0000-0002-4962-141XCooperative learningIntonationPeer tutoringString instruments teachingThe aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs' interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students. 22023-01-0120232023-01-01Articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/302865https://dx.doi.org/urn:doi:10.1080/14613808.2023.2193210reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3028652026-06-06T12:50:31Z
dc.title.none.fl_str_mv Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
spellingShingle Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
Fernández Barros, Andrea|||0000-0001-5818-439X
Cooperative learning
Intonation
Peer tutoring
String instruments teaching
title_short Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_full Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_fullStr Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_full_unstemmed Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_sort Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
dc.creator.none.fl_str_mv Fernández Barros, Andrea|||0000-0001-5818-439X
Duran Gisbert, David|||0000-0002-0640-3834
Viladot, Laia|||0000-0002-4962-141X
author Fernández Barros, Andrea|||0000-0001-5818-439X
author_facet Fernández Barros, Andrea|||0000-0001-5818-439X
Duran Gisbert, David|||0000-0002-0640-3834
Viladot, Laia|||0000-0002-4962-141X
author_role author
author2 Duran Gisbert, David|||0000-0002-0640-3834
Viladot, Laia|||0000-0002-4962-141X
author2_role author
author
dc.subject.none.fl_str_mv Cooperative learning
Intonation
Peer tutoring
String instruments teaching
topic Cooperative learning
Intonation
Peer tutoring
String instruments teaching
description The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs' interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students.
publishDate 2023
dc.date.none.fl_str_mv 2
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv Article
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url https://ddd.uab.cat/record/302865
https://dx.doi.org/urn:doi:10.1080/14613808.2023.2193210
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
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